The objective of this study was to evaluate the annual standardized precipitation index (SPI) obtained from the DrinC software based on multivariate analysis in the identification of rainfall and drought extremes in the State of Alagoas and its relationship with El Niño-Southern Oscillation. Monthly rainfall data from 1960 to 2016 from National Water Agency were analysed. Annual SPI (SPI-12) has been designed for comparison with ENSO phases via Oceanic Niño Index for 3.4 region and in identifying climate extremes in the State of Alagoas. The principal component analysis and cluster analysis techniques were applied to the rainfall series of SPI-12. Extreme events were identified in both rainy and drought periods according to SPI-12, and were associated with the ENSO phases (El Niño, La Niña, and Neutral). The first four principal components explained 46.68% of the variance. Our findings are crucial for agriculture and civil defence since northeastern Brazil has several areas of risk and social vulnerability.

RESUMO O processo de formação dos profissionais de saúde encontra-se no momento histórico de reformas orientado para o fortalecimento dos sistemas de saúde, com grandes desafios para esse novo século. Iniciativas para a superação dos problemas relacionados com a colaboração entre diferentes profissionais de saúde são assumidas como uma das prioridades. É partindo da necessidade de formar profissionais de saúde mais aptos à colaboração para o trabalho em equipe que a Educação Interprofissional (EIP) começa a ser valorizada em todo o mundo. O objetivo deste ensaio foi apresentar a trajetória histórica da incorporação dessa abordagem nas políticas de formação profissional em saúde do Brasil, bem como destacar os recentes avanços nessa direção. Recentemente, o Brasil passou a incorporar a EIP de forma mais clara nas políticas de reorientação da formação em saúde, processo intensificado nos últimos dois anos, o que pode ser atribuído ao reconhecimento dos formuladores de políticas para a importância da abordagem no processo de formação profissional em saúde no País, assim como à atuação de organismos internacionais de saúde que intensificaram o chamado para a sua relevância no processo de mudança do modelo de atenção à saúde.

The paper by Scott Reeves mobilizes reflections that are necessary for the process of reorienting professional healthcare teaching in Brazil, from the viewpoint of interprofessional education. It can also be emphasized that his discussion is in tune with the political project for strengthening and consolidating the Brazilian Health System (Sistema Único de Saúde, SUS).The history of interprofessional education shows that it emerged as a strategy with the capacity for improving healthcare quality through effective teamwork. Thus, collaborative practice forms its primary purpose. This perspective puts into effect educational processes that are capable of establishing relationships of a more collaborative nature among healthcare professionals, with the result of greater safety for patients. Collaborative practice has thus been shown to have the power to reduce errors among healthcare professionals and the costs of the healthcare system, among other advantages.However, I believe that for Brazilian realities, interprofessional education has a very particular meaning, going beyond those brought in by Reeves. We have a history marked by debate on comprehensiveness and social and healthcare needs, and especially by important theoretical contributions relating to healthcare work as an COMUNICAÇÃO SAÚDE EDUCAÇÃO 2016; 20(56):197-8 eminently collective process. These are debates that complement and strengthen the ideas of SUS, with a commitment towards a new project for society.In this regard, within the process of healthcare professionals' education the debate on teamwork has always been present, even if with different focuses. Generally, it has been more centered in theory than in the materialization of education' processes of professionals better prepared for collaboration through teamwork. It is important to take a look at our reality, starting from the points that Reeves brought in, with the aim of noting the contributions made by the present educational model, so as to qualify healthcare professionals for effective teamwork.It is very true that over the last decade, induced through important interministerial policies for reorienting healthcare education, we have been able to advance towards overcoming or reducing many knotty problems within healthcare teaching. There have been significant gains with regard to strengthening interactions between teaching, care services and the community, and with regard to introduction of methodological strategies that are more active and curricular changes that incorporate significant modifications to the dynamics of healthcare profesionals' education.However, it needs to be clear that, even with the advances achieved, there is resistance to breaking away from the logic of strongly separated education, which is the logic responsible for legitimation of the current healthcare model ruled by division of healthcare work. Despite significant gains that have been achieved along some lines, we are still educating our professionals separately, for them to work together in the future.Our univ...

Brazilian biomes are home to a significant portion of the world's biodiversity, with a total of 14% of existing species and still concentrate 20% of the world's water resources. However, changes in biomes have a direct impact on rainfall patterns and water recycling. Based on this, the objective was to evaluate the variability of rainfall in the four existing biomes in the Northeast Brazil (NEB) and their interaction with the ENSO climate variability mode and regional scale meteorological systems via CHELSA product. For this, monthly rainfall data were used from 1979 to 2013, with a spatial resolution of 1 km × 1 km of the CHELSA product, and seasonal and annual rainfall patterns were extracted via boxplot. It was found that the rainy season in the Amazon, Caatinga and Cerrado biomes occurred between January and April, with varying intensities, except for the Atlantic Forest. Such seasonality patterns are associated with the NEB meteorological systems, with emphasis on ITCZ (all Biomes), UTCV (Amazon, Caatinga and Cerrado), Frontal Systems (extreme south of Caatinga, Cerrado and Atlantic Forest) and EWD/ TWD in the (Atlantic Forest). In the inter-annual scale, the remarkable influence of ENSO was verified,

Este artigo pretende refletir sobre o Programa Nacional de Reorientação da Formação Profissional em Saúde (Pró-Saúde), articulado ao Programa de Educação pelo Trabalho para a Saúde (PET-Saúde) como cenário mobilizador para a adoção da educação interprofissional a partir dos desafios identificados nas instituições de Ensino Superior (IES) pelos participantes do PROPET. Os dados foram produzidos a partir de relatórios das IES e de assessores do Ministério da Saúde, via plataforma FORMSUS. A análise dos dados consistiu de uma sistematização quantitativa e análise de conteúdo. Emergiram como temas: concepções e práticas na educação interprofissional: multi ou inter? Educação Interprofissional e PROPET: desvelando potências. A análise indica que o PROPET vem induzindo novas formas de interação entre cursos envolvidos e seus atores, em cenários reais, enfrentando importantes pontos nevrálgicos da formação em saúde: a articulação ensino/serviço e a qualificação para o trabalho em equipe.